Corrective feedbacks in the context of online English teaching

摘要

The research context of this paper further expands the probable understanding on the use of corrective feedbacks among online English teachers and their underlying cognition given the computer-mediated communication context of their online class discourse. By installing new probable component and contextual computer-mediated communication features on teacher cognition in corrective feedbacks research, research findings of this current study suggest how to correct online students' errors and serve as an additional core knowledge and contextual practice. The non-random technique termed as the snowball method was used to gather data. Six company-based online English teachers in the Philippines participated. The samples consisted of six audio recorded online English. Proficiency level and the context of teaching firm up the employment of specific types of corrective feedbacks among online English teachers.